Earticle

초록

영어

This research aims to demystify oral peer feedback in the context of EFL pair debate assessment. The current study has three research questions. In which aspect do students focus on in giving the peer feedback? Does the difference of oral proficiency level between pair members lead to the different manner of feedback? How do students perceive peer feedback and peer assessment? After forty-four university students carried out the workshop for the oral debate, they participated in English debate and peer-feedback session and submitted the survey. Researchers analyzed the transcribed oral feedback and conducted t-test in order to confirm whether there is a significant difference between higher and lower level of students in terms of the quantity of six types of feedback (meaning-level, linguistic-focused, para-linguistic, summative, attitude-related, strategy-related feedback). The finding suggests that regardless of proficiency level, students tends to give more meaning-level feedback(content- and organization-focused feedback) than language-related feedback. In addition, higher level of students do not show remarkable difference from the lower level of students in the quantity of every type of feedback. Finally, students viewed peer feedback as a useful means in enhancing the quality of English debate.

목차

I. 서론
II. 이론적 배경
2.1. 짝 말하기 평가
2.2. 동료 피드백
III. 연구 방법
3.1. 연구 참여자
3.2. 연구 도구
3.3. 연구절차
3.4. 분석
IV. 결과 및 논의
4.1. 동료피드백의 양상 분석
4.2. 상․ 하위 집단의 동료피드백 차이
4.3. 영어토론 상황에서 동료 피드백에 대한 인식
V. 결론 및 시사점
인용문헌
부록
Abstract

키워드

저자

• 신희원 [ Hee Won Shin | 중앙대학교 석사 ] 주저자
• 이호 [ Ho Lee | 중앙대학교 교수 ] 교신저자

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학21 [English21]

• 간기

  계간

• pISSN

  1738-4052

• 수록기간

  1967~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 820